Theory of Journal
Helloooo... welcome back to my blog!
At this time, I would like to share the theory in my journal titled "Reading Journal: Its Benefits for Extensive Reading".
From the journal I have read, the author conducted research on 16 Japanese students who were identified as average proficient learners, were involved in this study. Average proficient learners mean these students got the total score between 401 and 449 in the TOEFL ITP test. Based on the American Council on the Teaching of Foreign Languages (ACTFL) proficiency guidelines, these students are able to understand conventional narrative and descriptive texts with a clear underlying structure through their comprehension may be uneven. The texts they read predominantly contain high-frequency vocabulary and structures. They understand the main ideas and some supporting details. Their comprehension may often derive primarily from situational and subject-matter knowledge. Students at this level will be challenged to comprehend more complex texts. At the time when the study was conducted, the student participants were taking Reading I, a reading course offered for first years students who major in the English language. In this course, students met twice a week, for 90 minutes each meeting. The following was the schedule of the Reading I course, emphasizing on the use of the reading journal.
Week 1: Course introduction, including how to use the reading journal and the reading journal rubrics.
Week 2: More practice activities on how to use the reading journal. Each student borrowed a graded reader at the library and chose an academic article from the TOEFL book. Students were instructed to start reading the graded reader and the TOEFL reading article of their choice
Week 3: Silent reading. Students were given 30 minutes to continue reading silently their reading materials. Then they were grouped to share what they have read. Next, students were given time for another silent reading
Week 4: Submission of the reading journal. Students were instructed to save their reading journal into the Reading I folder on dropbox created for them. Then, this was followed by group work, where students had to talk about the two readings using their reading journal as a guide. Next, they were instructed to borrow another graded reader and to choose another TOEFL reading article for the next week’s activity.
From the method observations carried out by the author, it can be concluded that extensive reading can increase students' reading speed, provided motivation to read more, understood how to answer the questions, helped to learn new vocabulary.
At this time, I would like to share the theory in my journal titled "Reading Journal: Its Benefits for Extensive Reading".
From the journal I have read, the author conducted research on 16 Japanese students who were identified as average proficient learners, were involved in this study. Average proficient learners mean these students got the total score between 401 and 449 in the TOEFL ITP test. Based on the American Council on the Teaching of Foreign Languages (ACTFL) proficiency guidelines, these students are able to understand conventional narrative and descriptive texts with a clear underlying structure through their comprehension may be uneven. The texts they read predominantly contain high-frequency vocabulary and structures. They understand the main ideas and some supporting details. Their comprehension may often derive primarily from situational and subject-matter knowledge. Students at this level will be challenged to comprehend more complex texts. At the time when the study was conducted, the student participants were taking Reading I, a reading course offered for first years students who major in the English language. In this course, students met twice a week, for 90 minutes each meeting. The following was the schedule of the Reading I course, emphasizing on the use of the reading journal.
Week 1: Course introduction, including how to use the reading journal and the reading journal rubrics.
Week 2: More practice activities on how to use the reading journal. Each student borrowed a graded reader at the library and chose an academic article from the TOEFL book. Students were instructed to start reading the graded reader and the TOEFL reading article of their choice
Week 3: Silent reading. Students were given 30 minutes to continue reading silently their reading materials. Then they were grouped to share what they have read. Next, students were given time for another silent reading
Week 4: Submission of the reading journal. Students were instructed to save their reading journal into the Reading I folder on dropbox created for them. Then, this was followed by group work, where students had to talk about the two readings using their reading journal as a guide. Next, they were instructed to borrow another graded reader and to choose another TOEFL reading article for the next week’s activity.
From the method observations carried out by the author, it can be concluded that extensive reading can increase students' reading speed, provided motivation to read more, understood how to answer the questions, helped to learn new vocabulary.
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